Balancing Act: Exploring How Institutional Support Shapes Mental Health in Academics
In the constant search for knowledge within the arena of academia, students’ and faculty’s mental well-being frequently takes a second seat to the rigorous standards and expectations inherent in academic undertakings. This article delves into the complex link between mental health and academic aspirations, shining light on the crucial role that the institutional support system plays. We will discover both the remarkable efforts made by educational institutions and the critical concerns that remain unresolved as we negotiate the intricate landscape of mental health in education.
The Root Problem
Before entering into the nuances of institutional support, it is critical to lay the groundwork by investigating the fundamentals of mental health. Emotional, psychological, and social elements of mental well-being all contribute to an individual’s overall happiness and capacity to cope with life’s problems. The pressure to achieve, meet deadlines, and maintain high standards in an academic setting can harm mental health. The weight of expectations, along with the dread of failure and the never-ending quest for academic success, fosters stress, anxiety, and, in some circumstances, despair. Understanding the impact of academic stress is critical in unravelling the intricate tapestry of mental health concerns in educational settings.
Burnout can result from high amounts of stress, affecting one’s cognitive performance, emotional stability, and general well-being. In 2017, research conducted by the Department of Health Management and Policy at the University of Michigan School of Public Health revealed that around 30% of students question the value of investing their time, money, and effort in higher education.
Furthermore, the stigma attached to getting care for mental health difficulties frequently exacerbates the situation. Individuals may be discouraged from seeking help because they believe that admitting to mental health problems is a show of weakness. As a result, many people suffer in quiet, worsening the negative impacts of academic stress on mental health. Another intriguing article by a professor from the Faculty of Social Science and Planning at RMIT University stated that due to the fear of discrimination, or being perceived as ‘not strong enough’ many students went to considerable lengths to hide their mental health conditions and struggle to meet university requirements.
A Course of Action (and its effectiveness)
Recognising the critical need to address mental health issues in educational institutions have increasingly focused on offering support networks. Counselling services, mental health awareness campaigns, and proactive community-building activities have all become essential components of institutional projects. Some educational institutions have introduced extensive mental health assistance programmes in recent years. These programmes frequently feature counselling services staffed by experienced experts who may provide guidance and assistance to students and teachers who are experiencing mental health issues. The goal of awareness campaigns is to de-stigmatize getting assistance and to promote open talks about mental health within the academic community.
For example, Drexel University’s Recreation Center has a mental-health kiosk where students can “get a checkup from the neck up.” Students can stop by for a couple of minutes to answer a quick series of questions on a private screen. At the end of the screening, students receive information regarding additional mental health resources and support, as needed. Currently, UCLA offers a more formalised screening option. As part of an interdisciplinary research project to solve major global health problems, researchers are conducting massive online screenings to measure anxiety and depression in 100,000 students, staff, and faculty.
Perhaps a more relevant example hits closer to home. I recently conducted an online survey amongst 30+ students in Taylor’s University Lakeside Campus and found that many of them feel comfortable sharing their mental health issues with the counsellors available in the vicinity. An anonymous entry stated, ‘Lecturers and tutors provide a friendly and safe environment where we feel like they have our backs.’ This tendency is likely a result of the myriad options at students’ disposal to mitigate stress and tailor their academic path to their situations. These options encompass program adjustments, subject withdrawals, and post-office-hours consultations with lecturers. Moreover, our on-campus counsellors specialise in engaging with distressed students and assisting them in achieving mental clarity. Nevertheless, a few submissions conveyed apprehensions about the enduring expectations placed on students by lecturers, parents, and peers, coupled with the entrenched notion that ‘good grades are everything.’
Despite these admirable efforts, there are still unresolved concerns that must be addressed. Because of persisting stigma, a lack of understanding, or poor accessibility, mental health facilities inside educational institutions may still be underutilised. Furthermore, the demand for mental health services frequently outstrips available resources, resulting in extended wait periods and perhaps insufficient help for people in need. While there has been significant progress in recognising and addressing mental health difficulties in academia, several areas remain buried in secrecy.
The pressure to meet unsustainable academic standards is a prevalent issue, posing serious concerns about the long-term viability of contemporary educational practices. From the perspective of a student, the continuous pursuit of excellence and the dread of academic failure may be crippling. The emphasis on grades and success, often at the expense of comprehensive learning experiences, contributes to a society in which success is measured solely by academic achievements. This narrow concentration not only puts an enormous burden on kids, but also ignores the value of personal development, creativity, and overall development.
Drawing the Line
Are current academic standards conducive to fostering a healthy learning environment? Do traditional assessment methods truly reflect a student’s understanding and capabilities? How can educational institutions strike a balance between academic rigour and the mental well-being of students? What steps can be taken to challenge the prevailing stigma around mental health in academia? In what ways can we tackle the issue of students using mental health as a pretext to evade challenges, and how can we establish a system that promotes genuine mental health support in education?
These questions highlight the need for a paradigm shift in how academic achievement is defined and assessed. The never-ending quest for perfection, driven by high-stakes exams and fierce competition, not only puts enormous pressure on kids but also fails to prepare them for the difficulties of a quickly changing world that requires adaptation, inventiveness, and resilience.
In a nutshell, the complicated interaction between mental health and academic aspirations needs careful thought and collaborative efforts. While institutional support has made significant progress in treating mental health issues, more work has to be done to ensure that these support systems are comprehensive, accessible, and stigma-free. Furthermore, tackling unknown realities of mental health in academia necessitates a collaborative effort to rethink and reinterpret the norms and expectations that drive the educational experience. We can only attain a balanced and helpful academic atmosphere that fosters both intellectual progress and mental well-being by taking a comprehensive approach.
[Written By: Shree Pavana Kurunsikumaran, Edited By: Teoh Jin]
